This document discusses teachers' ethics and effective teaching approaches. It emphasizes developing skills and values in students through learner-centered and collaborative methods. These include cooperative learning, respecting diversity and human rights, and helping students make responsible choices. The document also outlines various learning theories, teaching models, and strategies to internalize values like self-regulation techniques. It stresses using a variety of engaging delivery styles to clearly communicate concepts while fostering fascination with the subject matter.

1. Teachers’ Ethics
Dr.R.RAMNATH
Assistant Professor
Department of Education
Alagappa University

32. VAT?
I feeling We feeling
External Motivation Internal Motivation
They will be broken from outside They will be broken from inside
Single Skill Many Skills
They will say NO for all They will say YES for all
Waiting for opportunities Creating Opportunities
Ordinary
Teacher
Value
Added
Teacher

33. Role
Role – play
Role play scaled by Expectations
Role = played
Status = Occupied

34. ROLE PERFORM
(FUNCTION)
E1, E2, E3 ….. ∞
F1, F2, F3 ….. ∞
E1 = F1, E2 = F2, etc.
EXPECTATIONS

35. Public
Fans Director
Producers Story Writer
Focus Role Social Norm Himself
HERO

36. Family Colleagues
Society Parents
Norms Students
Administration Head
Management
Teacher

38. ROLE TRANSITION
1. You must be quick enough to swift the
role
2. You must be quick enough to disown the
role

39. Benefit
Value =
Sacrifice

40. The National Curriculum
Framework (NCF, 2005 )
• cooperation,
• respect for human rights,
• tolerance,
• justice,
• responsible citizenship,
• diversity,
reverence towards democracy and peaceful
conflict resolution

41. To make sensible choices on SITUATIONS based on
• values of equality
• values of integrity
• values of democracy
• values of freedom and
• values of human rights

42. Cracy
Literacy
Numeracy
Technicracy

45. What should do for nurturing values
?
Value
Appreciation
MC
P(2)
EE
MV
P(3)
SE
OR
P(4)
OE
EW
P(1)
TE

46. Reproducing Seeking meaning
Dualism Relativism
Expanding awareness through a broader, integrative conception
Conceptions of knowledge - Perry 1970
Conceptions of learning -SŠljŠ, 1979
Pivotal
position
Awareness of
knowledge
as
provisional
Acquiring
factual
information
Evidence used
to reason
among
alternatives
Multiple
perspectives -
opinions of
equal value
Knowledge
as absolute,
provided by
authorities
Changing
as a person-
sense of identity
Memorising
what has
to be learned
Applying
and using
knowledge
Understanding
the meaning for
oneself
Threshold
Recognising & using
differing forms of
knowledge and
learning processes
Commitment to
a personal,
reasoned
perspective
Seeing things in
a different way

47. Product
Quantum innovations
Quantum
Process
Quantity
People
Capacity Building
Prestige
Competency Development
Position
Core Competence
Power
Teaching
intended
for

49. Behavioural Learning Theory
 Emphasizes observable behaviour such as
new skills, knowledge, or attitudes which
can be demonstrated
 Observable and measurable behaviour

50. Cognitive Learning Theory
 Concerned with human learning in which
unobservable mental processes are used to
learn and remember new information or
acquired skill
 Related to concept of meaningful learning
through cognitive models

51. Three models of teaching anchored on
Skills
 Events of Learning of Robert Gagne
 Reception learning of David Ausubel
 Discovery learning of Jerome Bruner

52. Teaching Approaches for Ethics
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER LEARNING-CENTERED
TEACHER DOMINATED INTERACTIVE
“BANKING” APPROACH CONSTRUCTIVIST
DISCIPLINAL INTEGRATED
INDIVIDUALISTIC COLLABORATIVE
INDIRECT, GUIDED DIRECT

54. Self Regulation Strategies :
POME
 P repare
 O rganize
 M onitor
 E valuate
environmental structuring
organizing & transforming
keeping records, monitoring;
reviewing tests
self evaluation

55. P S P D
P – Prediction
S - Sustainability
P - Profit
D – De-Risking

56. G O S S A U
Gathering
Organization
Storing
Sharing
Analyzing
Utilizing

57. INTERNALIZING THE VALUES
Known Problems
1
Known Solutions
Known Problems
3
System wide reforms
Known Problems
4
Scaling the Peak
Known Problems
2
Unknown Solutions

58. SEQUENCE OF SKILLS
Knowledge
Skills
Values
Persistence
Applicability

59. LEARNING CYCLE FOR SKILLS
Concrete
Experience
Reflective
Observation
Active
Experiments
Abstract
Conceptualization

61. Learning Styles
CE
Accommodators Diverges
AE RO
Converges Assimilators
AC

62. 9 Ps (SUCCESS TRILLIANT)
 Passion
 Positive
 performanc
e
perseveranc
e
people
perspective
Principles
Patriotism
and
personality

63. PITFALLS TO AVOID
 Complacency
 Ignoring people
 Forgetting names
 Lack of Interaction
 Common belief on all
persons
Lack of appreciation
Ingratitude
Being rude and
sarcastic pride
Vanity
Arrogance
 Anger
 Jealously
Procrastination
 Indecision
 Criticism

64. If I can not
understand
the way you teach,
will you teach me
the way I can learn?

65. OUT OF CLASSROOM
Destination (Envisioning the lg.desired for
Students)
Anticipation Fascination (wanting to cultivate sense of
fascination to the subject matter)
Motivation (seeking fuel students motivation
to learn further)

66. Classify the knowledge as
 Procedural Knowledge
 Decorative Knowledge
 Episodic Knowledge
 Holistic Knowledge
 Wisdom

67. Ethics in Knowledge
 Procedural
Knowledge
 Decorative
Knowledge
 Episodic
Knowledge
 Holistic
Knowledge
Wisdom

68. DELIVERY STYLE (EXECUTION OF
IDEAS)
Clarity Authenticity Outlining Transitions
Relevancy
Humour Voice modulation Liveliness
Variety Energy Eye contact Spontaneity
A proper close Repetition An open forum
(if necessary)

69. Unilateral Bilateral Unilateral
 Instructor Talk
Student
Talk

70. Ethical Cake
 Concept = Dough – 80%
 Method = Water – 10%
 Evaluation = Sugar – 5%
 Approach =Egg – 2%
 Evidences = Yeast – 2%
 Humour = Decoration – 1%

87. W W W
Win Win Win
Win for INDIVIDUAL
Win for Organization
Win for Society

88. THANK YOU
rrnathedu@gmail.com
rrnathedn@yahoo.co.in